RECOMMENDED FOR:
Coordinators of Creativity, activity, service (CAS) with at least one year of experience in the role of CAS coordinator.
These workshops are designed for participants who are keen to improve the teaching and learning experience in the DP classroom. The workshop will enable participants to:
- Unpack elements of the IB Programme standards and practices as a guide for decisions regarding delivery of the subject.
- Review and share strategies that support successful collaborative planning and reflection which deepen links with the DP Core – theory of knowledge (TOK), CAS and EE.
- Consolidate understanding of the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay.
- Examine the connection between their chosen subject, the approaches to teaching and learning and the learner profile while promoting an international mindedness.
- Create teaching and learning strategies that develop self-regulated and metacognitive learners.
- Design appropriate inquiry-based lessons and activities for their subject.
- Discuss strategies for addressing assessment-related challenges in the chosen subject.
- Understand how to arrive at a judgment using a common assessment task and published criteria.
- Analyse IB subject reports to promote student achievement.
- Discuss successful strategies for recording, reporting and monitoring ongoing student progress in the subject group.
- Design formative learning engagements that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s).
- Engage with and integrate current IB publications on the programme resource centre integrated into the teaching of their subject.
- Discuss and share strategies to promote academic integrity.
- Interact with and explore the TSM and subject-specific teaching and learning resources on the programme resource centre and in the programme communities throughout the curriculum life cycle.
- Participate in professional learning communities within and beyond your school to facilitate the transfer of professional development.
- Reflect on the teacher’s role in programme evaluation, particularly how to highlight horizontal and vertical in-school planning.
